Invertebrate Learning

Since the publication of the second volume of Comparative Psychology by Warden, Warner, and Jenkins (1940), there has not been a comprehensive review of invertebrate learning capacities. Some high-quality reviews have appeared in various journals, texts, and symposia, but they have been, of necessity, incomplete and selective either in terms of the phyla covered or the phenomena which were reviewed. Although this lack has served as a stimulus for the present series, the primary justification is to be found in the resurgence of theoretical and empirical interests in learning capacities and mechanisms in simpler systems of widely different phylogenetic origin. Intensive research on the physiological basis of learning and memory clearly entails exploration of the correlations between levels of nervous system organization and be­ havioral plasticity. Furthermore, the presence of structural-functional differ­ entiation in ganglionated systems, the existence of giant, easily identifiable cells, and the reduced complexity of structure and behavior repertoires are among the advantages of the "simple systems" strategy which have caused many neuroscientists to abandon their cats, rats, and monkeys in favor of mollusks, leeches, planaria, crayfish, protozoa, and other invertebrate preparations. Behavioral research continues to reveal remarkable capacities in these simple organisms and encourages us to believe that the confluence of the invertebrate learning data with the more voluminous vertebrate litera­ ture will contribute substantially to the enrichment of all of the neurobe­ havioral sciences.

of Volume 1.- 1 Invertebrate Learning and Behavior Taxonomies.- I. Prologue to “Learning”.- A. Inadequacy of Contemporary Theories of Learning.- B. Toward a Definition of Learning.- II. Basic Behavior Modifications.- A. Habituation (Nonassociative Response Decrement).- B. Sensitization and Pseudoconditioning (Nonassociative Response Increments).- C. Punishment.- D. Classical Conditioning and Associated Phenomena.- E. Instrumental Learning.- F. Other Major Learning Phenomena.- G. Critical Parameters in Behavior Modification.- III. Perspectives on the Comparative Analysis of Learning.- A. Snarks and Boojums.- B. Simple System Research.- References.- 2 Protozoa.- I. Introduction.- II. General Characteristics.- A. Habitat.- B. Cell Surface and Associated Organelles.- C. Cell Inclusions.- D. Respiration.- E. Digestion and Nutrition.- F. Reproduction.- G. Protective Devices.- III. Phylogeny and Taxonomy.- A. Classification of Protozoa.- B. Protistan Characteristics and Evolution of Protozoans.- C. Metazoan Origins?.- IV. Protozoan Specializations Relevant to Behavioral Research.- A. General Phylogenetic Advances and Limitations.- B. Reproduction in Paramecia.- C. Behavior and Ciliary Mechanisms.- D. Amoeboid Movement.- V. Learning Studies.- A. Habituation.- B. Associative Conditioning.- VI. Conclusions.- References.- 3 Behavioral Modifications in Coelenterates.- I. Introduction.- II. Coelenterate Nervous Systems.- III. Coelenterate Behavioral Physiology.- A. Conducting Systems.- B. Pacemaker Activity.- C. Nonnervous Conduction.- IV. Behavioral Modifications in Coelenterates.- A. Simple Behavioral Responses.- B. Studies of the Physiological Bases of Habituation in Hydra.- C. Complex Behavioral Responses.- V. Summary and Conclusions.- References.- 4 Platyhelminthes: The Turbellarians.- I. Introduction.- II. General Characteristics.- A. Cell Characteristics.- B. Respiration.- C. Digestion.- D. Reproduction.- E. Movement.- F. Receptors.- III. Phylogeny and Taxonomy.- A. Phylum Platyhelminthes.- B. Evolution.- IV. Specializations Relevant to Behavioral Research.- A. Summary of General Phylogenetic Advances.- B. Regeneration.- C. Cannibalism.- D. Receptor Properties.- E. Slime.- F. Galvanotaxis and Shock Responses.- V. Learning Studies.- A. The Planarian Controversy-A Last Look.- B. Categories of Learning.- VI. Conclusions.- References.- 5 Behavior Modification in Annelids.- I. Introduction.- II. Taxonomy and Phylogeny.- A. Class Polychaeta.- B. Class Oligochaeta.- C. Class Hirudinea.- III. Special Annelid Characteristics Relevant to Behavior.- A. Sensory Capacities.- B. Nervous System.- IV. Reflexes, Coordinations, and Orientations.- V. Habituation.- A. Class Oligochaeta.- B. Class Polychaeta (Sedentary).- C. Class Polychaeta (Errant).- D. Class Hirudinea.- E. Neurophysiological Factors in Habituation of Reflexive Responses in Annelids.- F. Biological Significance of Habituation of the Rapid Withdrawal Reflex.- G. Conclusions Regarding Habituation in Annelida.- VI. Sensitization.- A. Class Oligochaeta.- B. Class Polychaeta (Sedentary).- C. Class Polychaeta (Errant).- D. Class Hirudinea.- E. Neurophysiological Basis of Sensitization.- F. Biological Significance of Sensitization.- VII. Aversive Inhibitory Conditioning (Punishment).- A. Class Oligochaeta.- B. Class Polychaeta (Errant).- C. Neurophysiological Basis of Aversive Inhibitory Conditioning.- D. Biological Significance of Aversive Inhibitory Conditioning.- VIII. Classical Conditioning.- A. Class Oligochaeta.- B. Class Polychaeta (Sedentary and Errant).- C. Hirudinea.- D. Neurophysiological Factors in Classical Conditioning.- E. Biological Significance of Conditioning.- IX. Instrumental Conditioning.- A. Class Oligochaeta.- B. Class Polychaeta (Errant).- C. Sedentary Polychaetes and Hirudinea.- D. Neurophysiological Factors in Instrumental Conditioning.- E. Biological Significance of Instrumental Conditioning.- X. Conclusions and Directions for Future Research.- References.